Abstract
This chapter explores emergency remote teaching and learning experiences at the K-12 educational levels and in higher education within the context of the Coronavirus pandemic. Since March 2020, schools at all levels across the US and globally have offered fully remote or hybrid learning opportunities in order to respond to public health needs. The pandemic created a major disruption in education, as in virtually every aspect of human activity. The authors apply a feminist lens to reflect on their lived experiences with emergency remote teaching and learning.
TopBackground
This background section provides an overview of several key concepts pertinent to this chapter, including: online and remote teaching and learning, social emotional learning, diversity and access, and community and family engagement in a virtual context. We have primarily drawn from US-based sources, given our positionality as mother-scholar-practitioners based in the United States, and we have incorporated some international research to supplement the US-based literature.
Key Terms in this Chapter
Social-Emotional Learning: The process of acquiring skills to manage emotions and maintain positive relationships.
Learner-Centered: A perspective that focuses on individual learners and best available knowledge about learning.
Assets: Strengths and resources.
Culturally Responsive: Incorporating the assets of all participants.
Mother-Scholar-Practitioner: Term is used to highlight the positionality of the authors and the integration of theory, research, and practice through a feminist lens.
Family Engagement: Partnerships with families that involve respectful communication and opportunities for meaningful participation in decision-making.
Reflective Practice: Exploring, analyzing, and interpreting lived experiences as a source of insight, understanding, and change.